Agenda item

Invitees:

Ed Pryce - Education Achievement Service (EAS) Assistant Director:

Policy and Strategy

Sarah Davies - Principal Challenge Advisor (EAS)

Hayley Davies-Edwards – Principal Challenge Advisor (EAS)

Sarah Morgan - Chief Education Officer

The Chief Education Officer introduced the EAS team and their report. EAS represents the 5 counties in South Wales to provide a high level of support for our schools and learners. The business plan will be presented. This has been developed to address Newport specific issues, particularly with Covid-19 in mind.

The Assistant Director of EAS presented the EAS report. Emphasised that this is about partnership, as the EAS work in close partnership with all 5 LAs. The key element of this plan is learning lessons from the pandemic and moving forwards with hope. The language of closing gaps and learning deficits is not the language school leaders are using.

This plan has been made to support the LA statutory function. This plan is designed to be flexible to meet the needs of specific schools. We must consider how schools will emerge strengthened from the pandemic; there is a need to build on what has worked well, particularly the virtual environment. The balance between challenge and support must be right, as it is critical to remain sensitive to the needs of the schools.

The Assistant Director of EAS highlighted the change of data gathering this year- there is not data from external exams this year. It will therefore be important to focus on the people aspect of performance, and the specific needs of pupils and schools. School development plans are an essential part of this.

The strategic priorities in this plan are about a commitment to partnership working. They are focussed on the learning experience and quality of teaching and learning across schools. Additionally, there is a focus on essential skills such as English, Maths, and social skills. We want to consider how we can best address the needs of learners- not by addressing them as whole groups but individuals. It is necessary to address the impact of physical and mental health problems during Covid-19. Additionally, we are looking at a new curriculum design.

Wellbeing priorities are also a key element of this. We are continuing to focus on disadvantaged and vulnerable learners. Coaching and mentoring programmes are to be implemented on a regional and national basis. Want to value a range of characteristics which is broader than end of key stage outcomes.

There are still uncertain financial grant projections. Whilst nothing significantly awry is being predicted, we are 3 months later with final grant projection than usual. EAS are due to hear from Welsh Government next week to confirm to schools the figures. There remains uncertainty surrounding the pandemic but the EAS are aiming to mitigate this risk as much as possible. There has been a managed reduction of EAS staff profile over time, which reflects that there are more staff within schools funded by EAS than before.

Members asked the following:

·         Members thanked the presenters for this comprehensive report, recognising the complexity of this work. The work that the EAS do is highly valued. This is a strong report in very challenging times.

·         Members commented in relation to the partnership side of things, citing that there are local recovery plans. Is the EAS happy that they can get around all 5 local recovery plans?

The assistant director of EAS replied that there are regular meetings between EAS and the LA- we think these partnerships are strong and EAS believe they can meet needs of all 5 local authorities.

·         Members commented in relation to mental health needs in pupils. What is ongoing for teachers to support this? Is there awareness raising to support this for governors, how can they support school and staff?

The Chief Education Officer explained that the LA Leads for Inclusion (Katy Rees) meet with vulnerable pupil leads across schools, to ensure there is no duplication with approaches. The EAS provide mental health toolkit training, whilst the LA provides school based counselling. There is a raft of mental health work is carefully constructed on a strategic level.

The assistant director of EAS commented that there is support in place for governors. Within the distance and blended guidance for governors, a key element of this is the wellbeing element. Planning is underway for a governor conference for wellbeing.

·         Members asked if the learning from the pandemic captured anywhere? The ‘acts of valour’ that have taken place across the pandemic should be noted as positive outcomes.

The assistant director of EAS remarked that the ‘distance and blended learning’ website was developed, which showcases case studies to celebrate these successes.

The EAS Principal Challenge Advisor reported that a task and finish group was developed. Tomorrow there is a distance and blended learning session where schools will be showcasing their successes. ‘Celebrate, share, support, review’ is a new pilot programme. Schools have constructed presentations of the innovation of their distance and blended learning work. This will provide schools with the opportunity to stop and reflect what they’ve accomplished. As a region we want to learn from them. Members wished to ensure that all the good work is captured and rewarded accordingly.

·         Members made comments regarding returning to normal with blended learning. Will there be changes to blended learning in the future? What are the lessons learned that we will look to adapt to?

An EAS representative replied that this is the conversation taking place in schools now. It is very common for schools to say that this has changed their practice forever. An example of this has been improved flexibility, and that people have adapted well to using technology. All schools are thinking along these lines.

The EAS Principal Challenge Advisor referenced the distance and blended learning website once again. Collaborations made by Coleg Gwent have been further refined, and they will not shy away from this in the future.

·         Members asked what is the perceived future with regards to the financial situation?

The Assistant Director of EAS remarked that there has not been any furloughing due to being a publicly funded body. They have found that the EAS is able to function very well virtually. The delivery model to schools has enabled the EAS to be busier than ever. There have also been some efficiency savings on travel.

The EAS Principal Challenge Advisor commented that there is real efficiency with the staff who are deployed. Support from EAS has gone into schools to support staffing levels.

·         Members wanted to understand how the partnership has had to adapt. What has been learnt as partners?

An EAS representative explained that a key learning point has been that good learning is good learning irrespective of the medium. Whether pupils are in person, with a paper pack, online, or interacting with teachers in chat, children respond when learning is authentic, stimulating and interesting for them. Teachers have adapted brilliantly and considered the craft of teaching on a different platform. The creativity of schools and teachers has been brilliant. It doesn’t matter what is happening, if the learning is stimulating for the child.

The EAS principal challenge advisor explained that the EAS are now able to offer professional learning to a wider range of people, and on demand, now because we are using this virtually. Attendance at network events has been improved for people who can’t make in person events.

The Assistant Director for EAS commented that this has allowed them to communicate with clarity, not putting on pressure just by offering things to schools.

Conclusions:

The Committee agreed to forward this Minute as a detailed record of its consideration of the EAS Business Plan 2021-21 to the Cabinet to consider, in particular the following comments and commendations:

·         The committee wanted to extend a massive thank you to EAS and the Education department for all the work that has taken place

·         The Committee remarked that is was very encouraging to hear of the strength of the partnership, and about the adaptability and what they are learning.

·         The Committee noted that it was very clear that the EAS, Education Department and schools are learning together and taking steps forward. There is clearly a strong partnership between EAS and LA, who seem happy working together and this relationship is getting stronger and stronger.

·         The Committee noted that both organisations know Newport schools well. It is evident that they do speak with each other about issues and have good understanding. Comment was made that historically it has not been that way- schools have wanted to improve by themselves. The Committee voiced that it was important to maintain this new outlook going forward.

·         The Committee wanted to raise that it is important for governors to be well aware of the wellbeing and mental health of students. It is essential that schools should be very aware of the resources available there.